Learning Log 16
[18 January 2011]
Adjective Clause
- The womam is a worker who has been cleaning the street for 26 years.
- ''Bird'' is a singer who was singing happily.
- The language centre which is situated at NSTRU is very big.
Adverb Clause
- She protested helplessly.
- The repidly widening wealth gap between the rich and poor.
- Drinking water
- Rolling stone is no moss.
- I am very happy.
- I could not suppress my anger ehen I read about this event.
Out Class
Adverbial clause
Adverbial clause ทำหน้าที่เหมือน adverb ทั่วๆไปอาจจะเกิดต้นประโยค กลางประโยคหรือท้ายประโยคก็ได้
Types of adverbial clause
ประเภทของ Adverbial clause มีดังนี้
1. Clause of time คือ adverb clause ที่บอกเวลามี subordinators เช่น after,before,since,until, when เป็นต้น
2. Clause of place คือ adverb clause ที่บอกสถานที่จะขึ้นต้น clause ด้วย where or wherever
3. Clause of contrast or Concessive คือ adverb clause ที่บอกความหมายตรงข้ามหรือความหมายที่ขัดแย้ง
จะขึ้นต้น clauseด้วย subordinators : although,even though,even if เป็นต้น
4. Clause of condition คือ adverb clause ที่บอกที่บอกเงื่อนไข subordinator ที่ใช้ขึ้นต้น clause คือ
if,as long as,if onlysupposing that,in even that เป็นต้น
5. Clause of clause คือ adverb ที่บอกสาเหตุ มี subordinator ดังนี้ because,since,as,now that เป็นต้น
6. Clause of result คือ adverb ที่บอกผล subordinator ได้แก่ so that
7. Clause of purpose คือ adverb clause ที่บอกจุดประสงค์ subordinator ได้แก่ so that,in order that
in the hope that for the purpose that เป็นต้น ใช้กับกริยาช่วย can,will,could,would,might ตัวใดตัวหนึ่ง
8. Clause of comparison คือ adverb clause ที่บอกเกี่ยวกับการเปรียบเทียบ
9. Clause of grammar คือ adverb clause ที่บอกลักษณะ subordinator ได้แก่ as though,as if เป็นต้น
Source: http://www.skn.ac.th/skl/skn422/gramma/t12.htm
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Learning Log 15
Learning Log 15
[11 January 2011]
Independent learning: some ideas from the literature
Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation
Terms:
Independent learning
Self-directed learning
Autonomous learning
A goal and a process
Independent learning can be both a goal and a process: a method of learning and a characteristic of learners (present in varying degrees)
Educators can adapt strategies to different levels of independence or self-directedness
Includes freedom of choice in determining objectives within the limits of a given project
Gains for the learner
Ability to respond to change
Transferrable skills
Allows for different learning styles - learner can use own judgment about how best to learn
Self-direction is motivating and leads to higher order thinking
The excitement and pleasure of independent learning will carry over to the subject itself
Mirrors ‘natural’ learning in the rest of life
Losses for the learner
The educational system might not be designed for independent learning
Carl Rogers said that only 1/3 or 1/4 of students are self-directing; the rest do just what they are supposed to do
Too little (as well as too much) direction can cause frustrations for the learner
Students can lack the necessary knowledge in the subject matter to make a beginning
Students might have very specific expectations about the degree of direction that should be provided by the teacher
Challenge for the educator
It is a challenge to provide the correct amount of guidance without providing too much direction. Direction is needed to help learners identify areas of difficulty but too much direction detracts from their sense of ownership of the learning project.
Success at university is associated with:
Personal confidence and feelings of competence as a learner
Hopeful, realistic view of future occupational and social roles
Emotional stability
Tendency to introversion
Relative independence from teachers
Tacit acceptance of extra-curricular work demands
Failure can be associated with:
Learning anxiety
Overdependence on teachers and significant others
Kolb’s Experiential Learning cycle
through concrete experience
through observation and reflection
through abstract conceptualisation
through active experimentation
Differences in learning styles
The idea that people learn in different ways has been explored over the last few decades. Kolb found that individuals begin with their preferred style in the experiential learning cycle.
Honey and Mumford (1992), building on Kolb’s work, identified four learning styles:
Activist (enjoys the experience itself),
Reflector (spends a great deal of time and effort reflecting)
Theorist (good at making connections and abstracting ideas from experience)
Pragmatist (enjoys the planning stage)
Students and autonomous learning:
Set their own learning aims
Make choices over learning modes
Plan and organise work
Decide when best to work alone, work collaboratively and when to seek advice
Learn through experience
Identify and solve problems
Think creatively
Communicate effectively orally and in writing
Assess their own progress in respect of their aims
Teachers and autonomous learning:
Life-cycle theory of leadership applied to teaching (encouraging the development of independence)
Teacher gradually reduces direction and support as the learner increases in maturity and confidence.
Students are encouraged to:
Learn effective information retrieval (especially use of libraries)
Plan a balanced life (study, fun, other pressures)
Discover own learning purposes and learning style
Learn ways to smooth the adjustment from school (dependent learning) to university (independent learning) - from knowing and remembering to analysing and researching
Learn how to ask complex questions
Learn how to pursue own questions in formal education
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